1. Universal Design: Inclusion and Access
Universal Design and Student Success
2017
Universal Design: Inclusion and Access
Gaeir Dietrich  Access Specialist
11/11/2018
* Access to IT 1 1

2. First Case for Universal Design
Universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. –Ron Mace (1941–1998)
Center for Universal Design at North Carolina State University

3. Design Idea
Designing for people with special needs adds functionality for all of us!
Design idea applies not just to physical spaces but to technology, as well!
There are times when all of us are functionally blind or functionally deaf.
TV Raman

4. Increasing Usability!

5. UD Idea Expanded
How can the principles of physical access be applied to help people learn?
Universal Design for Learning!
Multiply your options!
Multiple means of Engagement
Multiple means of Representation
Multiple means of Expression / Action

6. Principles of UDL Provide multiple means to engage learners
Engagement
Present content and information in different ways
Representation
Provide multiple means for students to express what they know
Action/Expression

7. The Magic Designing with others in mind expands your own reality
Individuals who are differently abled
interact with the world differently
experience the world differently
see the world differently
Designing for those different from ourselves expands our perspective

8. Expanded Perspective The preschooler and the four walls
Fundamental concepts may be lacking; get students to verbalize their processes
The first grader’s perception of same and different
We assume that our perceptions are the “right” ones
TV Raman and the middle
Our assumptions limit our possibilities

9. Learning Styles
We can have an experience of expanding our perspective by looking at how people learn!
Different people prefer different modes for taking in information
Sometimes people always prefer a particular mode; sometimes is situational

10. Learning Profile1 Visual Auditory Kinesthetic Visual graphic
Visual written
Auditory
Kinesthetic
1 Thanks to Myra Lerch, Butte College, retired

11. How do you learn?
Read each question and choose the best answer for you
Add the columns and collate the results on the back
We will take a few minutes to complete the learning profile

12. Small Group Discussion
What did you realize from taking the learning styles profile?
Do you see implications for how you communicate/interact with others?
Do you recognize the learning styles of family or friends? How do their differing styles affect interaction?
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13. Consider Some Results Low on Auditory Low on Visual Graphic
May prefer face-to-face to phone
Low on Visual Graphic
May struggle with charts, graphs, maps
High on Kinesthetic
Learn by doing
High Visual Written
May prefer reading instructions before doing experiments or assembly

14. Doing Unto Others… If we are high visual written
May expect students to read material before the lecture/lab
If we are high visual graphic
May assume that charts and graphs will help all students
If we are kinesthetic
May expect to engage students in an activity with no written preparation
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15. UDL Multiplies Options
The idea with designing in a universal way is providing more options
Rather than looking for one “best” way, looks for as many ways as you can think of…and then add a few more!
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16. Additional Strategies?
Lecture (auditory)
Readings (visual written)
Writing assignments (visual written)
Graphic organizers (visual graphic)
Activities (kinesthetic)

17. Some observations…
Chemistry instructor expected students to read material before the lecture/lab
Student feedback? Did not understand material until it was demonstrated
I assume that charts and graphs will help all students
Student feedback? At least half the students prefer a simple list
11/11/2018

18. More examples…
An aeronautics instructor assumed that students should just be able to figure out how to put an engine together with no written instructions.
Student feedback? Worked for some students, but many were lost and frustrated from doing it wrong or had no idea where to start
11/11/2018

19. Assessment What are you really testing?
Are you testing students’ ability to stay cool under time constraints?
Testing their short-term memory?
Are there “real world” parallels you could utilize?
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20. UDL in a Testing Situation
Legal class
All tests take home and open book
Students allowed one week
Writings are limited by word count—not time
11/11/2018

21. Real World Parallels Legal class parallels to practicing law
One-week because lawyers work under some time limits
Open book because lawyers always have references
Word limit because that is what is expected in that profession
And, this instructor is never asked for accommodations on tests!
11/11/2018

22. What Can You Do? Simple Ideas that You Can Use! 11/11/2018

23. Additional Strategies?
Standard instruction…
Lecture
Readings
Writing assignments
Is it possible to add…
Graphic organizers, charts, tables?
Creative activities?
Hands-on activities?

24. History Example
Instructor used heavy tape to make a “timeline” on the wall
Students “walked” the timeline
Students chose a time period and found something to represent that time period
Art, music, poetry, costume, etc.
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25. English Example Teaching about punctuation
Students had to include the punctuation symbol (what it looked like), its name, an explanation of how it is used, and a sample sentence
Students created charts, booklets, drawings
11/11/2018

26. Universal Design and Student Success
2017
What if I’m not good at…
As extra credit or an activity, encourage students to come up with
Relevant activities
Graphic organizers
Outlines
Videos
Music
11/11/2018

27. Nexus
Designing and teaching with UDL in mind can help better reach all students
Including students with disabilities
11/11/2018

28. For Hearing Issues Speak looking directly at the person
Allows additional visual context
Build in pauses
Allows processing time
Point; use gestures; draw
Uses visual to reinforce auditory
Include captions
Seeing and hearing aids in learning new vocabulary

29. For Vision Issues Use concrete terms Meaningless!
Avoid this, that, here, there, thing
Meaningless!
“Get that thing over there.”
“You can see that….”
“Set both factors equal to zero and solve.”
Provide e-text so that students can use text-to-speech (TTS) to hear materials read aloud

30. For Hands-on Learners “Walk” them through the steps
Make sure they know where to go and what to do when they get there
Draw on maps when giving directions
Include “activity-based” homework and assessment when possible

31. Multiple Modalities
Design so that materials can be used in whichever modality works best for the learner!
11/11/2018

32. From Access to Universal Design
This course is designed to be welcoming to, accessible to, and usable by everyone, including students who are English-language learners, have a variety of learning styles, have disabilities, or are new to online learning. Be sure to let me know immediately if you encounter a required element or resource in the course that is not accessible to you. Also, let me know of changes I can make to the course so that it is more welcoming to, accessible to, or usable by students who take this course in the future.
Sheryl Burgstahler, Ph.D., DO-IT Director
11/11/2018

33. In Summary Multiple means of Engagement +
Multiple means of Representation
Multiple means of Expression / Action =
Add up to teaching all students in ways that better meet individual needs!
11/11/2018

34. To Learn More

35. Sonoma State UDL
Minimizes barriers and maximizes learning for all students
Materials used and understood by everyone
Create genuine learning opportunities
Focus on recognition, skills and strategies, prioritizing

36. UDL Movement CAST Natl Ctr of Universal Design for Learning
Natl Ctr of Universal Design for Learning
Sonoma State University
Colorado University Boulder